Evaluating collaboration scripts for VR content co-creation and experience in a classroom context

Virtual reality (VR) provides immersive and interactive learning opportunities, but the effective integration of collaborative learning within VR environments still requires further investigation. Collaboration scripts can guide students to participate in learning and creation activities in a structured manner. Therefore, this study aims to evaluate the effects of implementing computer-supported collaborative learning (CSCL) scripts to support students’ VR content co-creation and experience activities, assist them in completing project tasks smoothly, improve their co-creation experience, and enhance their learning outcomes. This study adopted a quasi-experimental design. A total of 104 sixth-grade students from an elementary school in southern Taiwan were recruited. They were separated into scripted and non-scripted groups. The collaboration script group engaged in a VR content co-creation learning activity in an orderly manner through a phased collaborative framework, and conducted group discussions, role assignment, and task execution according to the script’s design. Results showed that students in the scripted group achieved better higher-order and lower-order learning achievement than those in the non-scripted group. Furthermore, in terms of social engagement and goal clarity of student engagement in technology-rich classrooms, the collaboration script group also outperformed the non-scripted group. Therefore, the implementation of CSCL scripts represents an effective collaborative approach for enhancing VR content co-creation learning. The findings should be interpreted with caution due to the use of different documentation tools across conditions. This study provides empirical evidence for the validation of VR-supported collaborative learning practices, focusing on practical application rather than the development of a new instructional design model.